Relevant bibliographies by topics / Thai university students

Academic literature on the topic 'Thai university students'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Thai university students"

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Thayayuth, Kunanunt, and Paitoon Pimdee. "Energy Conservation Behavior of Thai University Students." Energy and Environment Research 8, no. 2 (November 26, 2018): 55. http://dx.doi.org/10.5539/eer.v8n2p55.

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An estimated 1.2 billion people, or 16% of the global population, did not have access to electricity in 2015. Therefore, access and the conservation of energy have become critical issues in a country’s quest for economic prowess and sustainability. This research, therefore, aimed to study the energy-conservation behavior of university students, and compare their energy-saving behavior categorized by gender and university group. The sample of 900 undergraduate students came from 15 Thai public universities under the Office of the Higher Education Commission [OHEC] in the 2013 academic year. The sample was randomly selected using a multi-stage sampling method. The instrument used to collect data in this research was a 5-level rating-scale questionnaire with reliability which was between 0.86-0.94. Data were analyzed using mean, standard deviation, t-test for independent sample and one-way ANOVA. The findings revealed that the students exhibited energy-conservation behavior in a family context at a high level, while energy-conservation behavior for themselves, and for the public was at a moderate level. Male and female students had different energy-conservation behaviors, and students under different university groups had distinct energy-conservation behaviors.
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Boonphak, Kanchana, Ampapan Tuntinakhongui, and Papaikan Innoi. "Factors influencing Thai university students’ accommodations selection." Asian International Journal of Social Sciences 14, no. 4 (October 1, 2014): 4–20. http://dx.doi.org/10.29139/aijss.20140401.

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Songsirisak, Prommin, Jutharat Jitpranee, Albert Lisec, Prasobkan Boonjanawiroj, Bhudtree Wetpichetkosol, and Kannikar Kantamas. "CHINESE STUDENTS’ METAPHORICAL DESCRIPTIONS OF THAI TEACHERS AT A THAI UNIVERSITY." Malaysian Journal of Learning and Instruction 19, no. 1 (January 31, 2022): 213–41. http://dx.doi.org/10.32890/mjli2022.19.1.8.

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Purpose – This paper discusses Chinese students’ negative and positive written feedback about Thai teachers using metaphorical descriptions and the links between it and their classroom experiences. Methodology – An open-response questionnaire was employed to collect the data from 21 Chinese female students. The questionnaire provided both positive and negative “people” or “thing” metaphors of Thai teachers for students’ selection. In addition, students were allowed to use their own metaphors to describe their teachers. Data was analyzed by using open and axial coding techniques. Findings – The results revealed that Chinese students were able to compare Thai teachers with either a “person” or “thing” metaphor and could write a metaphorical description that reflected different aspects of their instructors’ teaching, both positively and negatively. The quality of their descriptions was rich enough to link with their classroom learning experiences. Both positive and negative “people” and “thing” metaphorical descriptions were associated with three different viewpoints: academic, power dynamics, and emotion. The positive “people” metaphorical descriptions were linked to four classroom issues: knowledge and experience, teaching style, motivation, and guardian/protector. In contrast, the positive “thing” and negative “people” and “thing” metaphorical descriptions were linked to three classroom issues: knowledge and experience, teaching style, and emotion. Significance – These findings help to strengthen Thai-Sino understanding of the relationship between Chinese students and Thai teachers. Findings also suggested that Chinese students’ metaphorical feedback should be used with the non-metaphorical assessment form to evaluate and improve Thai teachers’ instructional practices in the Thai-Chinese student exchange curriculum.
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Prasitpong, S., and S. Rakkapao. "Investigation of Thai university students’ scientific reasoning abilities." Journal of Physics: Conference Series 1287 (August 2019): 012020. http://dx.doi.org/10.1088/1742-6596/1287/1/012020.

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Menking, Scott. "Thai and Japanese university students: Usefulness of English." English Today 31, no. 2 (May 28, 2015): 51–58. http://dx.doi.org/10.1017/s0266078415000103.

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English is regularly perceived to be the global language that is used for cross-cultural communication by people from around the world (e.g., Crystal, 2003). Following international trends, English has exerted a presence in the cultures, languages, and interactional patterns of the peoples of Asia (Kachru, 1998: 91). The status afforded English native and near-native speakers reflects the perceived importance and interpersonal functionality of English in the region, and efforts by Asian governments to teach English at younger ages, as well as the demand for English ability by corporations, the media, and individuals, demonstrate its perceived instrumentality. In spite of the presumption of usefulness, there have been surprisingly few studies investigating Asian learners' perceptions of and decision to use English in specific settings. There is also a need for research that extends beyond individual countries to include pan-Asian issues, particularly in the “lesser-researched expanding-circle societies, including … Japan … [and] Thailand” (Bolton, 2008: 9). In order to address this gap in the literature and inform discussions about the comparability of students across Asian Expanding Circle countries, the aim of the present study is to compare and contrast how students in one Southeast Asian Expanding Circle country (i.e., Thailand) and one East Asian Expanding Circle country (i.e., Japan) view the usefulness of English to their lives.
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Thongwichit, Napapat. "Metacognitive Reading Strategies with Southern Thai University Students." Suranaree Journal of Social Science 12, no. 1 (June 12, 2018): 1–16. http://dx.doi.org/10.55766/reuq7811.

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This research was designed to account for metacognitive reading strategies employed by undergraduate students in southern Thai context. The study examined the reading strategy use from both successful and less successful readers: 371 university student who experienced reading courses at tertiary level. through a quantitative mean using a survey and a qualitative mean using a semi-structured interview. Descriptive statistics: percentages, means, standard deviation, were used in quantitative data analysis. Additionally, t-tests were used to prove if there were any statistically significant differences between successful and less successful readers in employing metacognitive reading strategies. The findings demonstrated that successful readers tended to utilize metacognitive reading strategies higher than less successful readers at 52.36% and 46.03%, respectively. In addition, it was found that there were statistically significant differences between the successful readers and the less successful readers regarding their metacognitive reading strategy use (p<.05). The main resultsrevealed that the successful readers tended to plan before they read, monitor their comprehension and evaluate their used strategies. Meanwhile, the less successful readers, although, seemed to show some metacognition awareness, the deficiency use of metacognitive strategies could be a hindrance to their reading achievement. Consequently, this study urges that metacognitive reading strategies should be instructed in classes to raise the students’ awareness towards the available strategies, and to make less successful readers become successful readers.
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Promsri, Dr Chaiyaset. "Gossip Tendency of Thai Students." Cross-Currents: An International Peer-Reviewed Journal on Humanities & Social Sciences 5, no. 5 (May 30, 2019): 117–21. http://dx.doi.org/10.36344/ccijhss.2019.v05i05.004.

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The aim of this present study was to explore gossip tendency of Thai students in one specific university in Bangkok, Thailand, and to compare gender and origin differences in tendency to gossip. A total sample of 60 undergraduate students was gathered for data collection through a survey questionnaire. A modified version of the Tendency to Gossip Questionnaire (Thai version) was utilized to measure gossip tendency of participants in this study. Results showed that this group of students seldom gossiped other people as the total mean score of tendency to gossip was 3.16. Among four tendency to gossip subscales, physical appearance was reported as the highest mean score of tendency to gossip while sublimated gossip was rated as the lowest mean score. In addition, findings revealed a significant difference in gossip tendency between males and females, which females had a higher score on an overall gossip tendency than males. However, this study did not find significant difference in tendency to gossip in terms of people with different places of origin.
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Promsri, Dr Chaiyaset. "Gossip Tendency of Thai Students." Cross-Currents: An International Peer-Reviewed Journal on Humanities & Social Sciences 5, no. 5 (May 30, 2019): 117–21. http://dx.doi.org/10.36344/ccijhss.2019.v05i05.004.

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The aim of this present study was to explore gossip tendency of Thai students in one specific university in Bangkok, Thailand, and to compare gender and origin differences in tendency to gossip. A total sample of 60 undergraduate students was gathered for data collection through a survey questionnaire. A modified version of the Tendency to Gossip Questionnaire (Thai version) was utilized to measure gossip tendency of participants in this study. Results showed that this group of students seldom gossiped other people as the total mean score of tendency to gossip was 3.16. Among four tendency to gossip subscales, physical appearance was reported as the highest mean score of tendency to gossip while sublimated gossip was rated as the lowest mean score. In addition, findings revealed a significant difference in gossip tendency between males and females, which females had a higher score on an overall gossip tendency than males. However, this study did not find significant difference in tendency to gossip in terms of people with different places of origin.
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Koad, Phitsinee. "Learner Autonomy : Perception and Challenges for Thai University Students." Journal of AsiaTEFL 19, no. 1 (March 31, 2022): 364–72. http://dx.doi.org/10.18823/asiatefl.2022.19.1.29.364.

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Trang, Cao Thị Nhung, and Nguyễn Thị Hoa. "FACTORS AFFECTING THAI NGUYEN UNIVERSITY INTERNATIONAL STUDENTS' ENVIRONMENTAL SPECIALIZATION." TNU Journal of Science and Technology 226, no. 09 (June 4, 2021): 126–32. http://dx.doi.org/10.34238/tnu-jst.4339.

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Để xác định được các yếu tố ảnh hưởng đến việc chọn ngành Môi trường của sinh viên Khoa Quốc tế, nhóm nghiên cứu đã chọn 21 biến để nghiên cứu và chia làm 4 nhóm giả thuyết nghiên cứu chính: “Đặc điểm cố định của Khoa”, “Nỗ lực giao tiếp của Khoa”, “Đặc điểm bản thân sinh viên” và “Các cá nhân có ảnh hưởng” trên 134 sinh viên ngành Môi trường. Phương pháp kiểm định Cronbach’s Alpha, phân tích nhân tố khám phá (EFA) và hồi quy tuyến tính đa biến được sử dụng trong nghiên cứu này. Kết quả cho thấy 81,5% quyết định chọn ngành Môi trường của sinh viên Khoa Quốc tế chịu sự ảnh hưởng bởi 4 nhóm tố trên. Trong đó quyết định chọn ngành Môi trường của sinh viên tăng lên 0,419 đơn vị khi đặc điểm cố định của Khoa tăng lên 1 đơn vị; tăng lên 0,306 đơn vị khi nỗ lực giao tiếp của Khoa tăng lên 1 đơn vị; tăng lên 0,126 đơn vị khi đặc điểm bản thân học sinh tăng lên 1 đơn vị và tăng lên 0,337 đơn vị khi cá nhân có ảnh hưởng tăng lên 1 đơn vị. Do đó, để nâng cao công tác tuyển sinh ngành Môi trường Khoa cần nâng cao các công tác: Quản lý chặt chẽ các yếu tố tạo nên đặc điểm cố định của Khoa, tăng cường nỗ lực tuyên truyền và quảng bá, xây dựng đội ngũ cán bộ tư vấn tuyển sinh chuyên nghiệp, thiết lập mối quan hệ hữu hảo giữa Khoa với các đối tượng hữu quan có liên quan.
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Dissertations / Theses on the topic "Thai university students"

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Svensson, Linn, and Sara Waern. "Knowledge of and attitudes to sexually transmitted diseases among Thai university students." Thesis, Uppsala universitet, Institutionen för folkhälso- och vårdvetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-202708.

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Sexually transmitted diseases are a major problem among adolescents in Thailand, and seeing that unprotected sex is a growing trend, awareness must be increased. The aim of this study was to examine Thai students’ knowledge of and attitudes to STDs as well as if there are any differences in gender regarding these questions. A descriptive cross-sectional study was carried out at a private university in Bangkok, Thailand. The Health Belief Model was provided as theoretical framework. A questionnaire was answered voluntarily by 150 students, both male and female. The results showed that the students had low level of knowledge on STDs and their attitudes showed that they have many misconceptions regarding these issues. The study also showed that Thai students want to learn more about STDs and wish to receive this information from school. No major difference in gender was found. This study shows that additional education on STDs is needed among Thai adolescents. Further research in this area is acquired to get a wider perspective of Thai students’ knowledge on STDs, to help prevent future spreading of STDs.
Sexuellt överförbara sjukdomar är ett stort problem hos ungdomar i Thailand och eftersom oskyddat sex är en växande trend bör detta uppmärksammas. Syftet med denna studie var att undersöka thailändska studenters kunskap om och attityder till sexuellt överförbara sjukdomar. Studien önskade även undersöka huruvida det fanns någon skillnad mellan könen. En deskriptiv tvärsnittsstudie gjordes på ett privat universitet i Bangkok, Thailand. Health Belief Model användes som teoretiskt ramverk. Ett frågeformulär besvarades frivilligt av 150 manliga och kvinnliga studenter. Resultatet visade att studenterna hade bristande kunskaper om sexuellt överförbara sjukdomar. Deras attityder visade att studenterna hade många felaktiga uppfattningar i frågan. Studien visade även att de thailändska studenterna vill lära sig mer om sexuellt överförbara sjukdomar och önskar att få denna information ifrån skolan.  Studien visade inga stora skillnader mellan könen. Denna studie visar att ytterligare kunskaper om sexuellt överförbara sjukdomar hos thailändska ungdomar behövs. Ytterligare forskning inom området är önskvärt. Detta för att få ett bredare perspektiv om thailändska studenters kunskaper om sexuellt överförbara sjukdomar, för att bidra till att förebygga ytterligare smittspridning.
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Dhanarattigannon, Jiraporn. "Thai college students' response to nontraditional writing instruction in a Thai university." [Gainesville, Fla.] : University of Florida, 2008. http://purl.fcla.edu/fcla/etd/UFE0022021.

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Bohlcke, Diane. "A Study of the Cultural Interaction Between Thai Students and North Texas State University." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc332094/.

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Because international students are an increasingly significant aspect in American colleges and universities and on the North Texas State University campus in particular, this study was undertaken to explore the intercultural clash which Thai students at North Texas State University experience. Twenty-two Thai students were interviewed in depth using the oral history method. Ten faculty and administrators who work with international students were interviewed concerning their observations of Thai students. The information gleaned from these thirty-two interviews and from an examination of the basic socio-cultural differences between Thailand and the United States resulted in the isolation of the following basic difficulties. 1. Thais do not have command of written and oral English. 2. Americans do not have an appreciation of foreigners and lack tolerance in everyday exchanges with them. 3. Thais avoid becoming involved in American society. 4. Thais are not efficiently prepared for the American classroom. 5. American instructors do not appear prepared to handle the problems of Thai students. The study also developed a number of suggested solutions: 1. Raise the consciousness of Americans concerning Thai students; 2. Provide more effective ways of improving oral and listening skills in the English proficiency of Thai students beginning with American-directed programs in Thailand and including a revamping of the Intensive English Language Institute; 3. Provide studies in American culture for Thai students which would require them to become acquainted with this society; 4. Develop in Americans an appreciation of foreign culture and an international awareness; perhaps even a formal international cultures program should be initiated; 5. Involve Thai students with Americans in crosscultural activities: encourage membership in campus organizations, invite them to speak at civic and educational occasions, develop the host family program; 6. Provide effective services for Thai students especially through the International Office; and 7. Set tuition and entrance regulations based on goals of the university not on whether it will include or exclude international students.
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Phothongsunan, Sureepong. "Attitudes of Thai university students towards native English speaking teachers and Thai English teachers." Thesis, University of Exeter, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.414047.

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Tungthongchai, Ouaypon. "Subjective well-Being and sport participation among Thai university students." Doctoral thesis, Faculdade de Desporto da Universidade do Porto, 2010. http://hdl.handle.net/10216/56308.

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Tungthongchai, Ouaypon. "Subjective well-Being and sport participation among Thai university students." Tese, Faculdade de Desporto da Universidade do Porto, 2010. http://hdl.handle.net/10216/56308.

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Buranapatana, Maliwan, and n/a. "Enhancing critical thinking of undergraduate Thai students through dialogic inquiry." University of Canberra. Education & Community Studies, 2006. http://erl.canberra.edu.au./public/adt-AUC20070119.155045.

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This thesis sets for itself the task of testing the viability of a dialogic model of learning as a methodology for teaching critical thinking in reading and writing to undergraduate students of Thai in Thailand. To this end, we conducted an experiment involving twenty-one undergraduate students of Thai at KhonKaen University, Thailand. This study presents the intellectual background of the pedagogic framework supporting the experiment and a discussion of its outcomes. The assessment of the results of the experiment focuses on the forms of evidence resulting directly from this pedagogic framework. The study concludes with a number of considerations for future research in critical thinking which our project helped us to identify. For the purpose of our work, we adopt the model of dialogic learning which involves students in looking for perspectives enabling them to challenge, and as a result to enhance, the relevance of the understandings in which they frame their interactions. The process is dialogic because it involves students in working with different points of view by identifying challenging perspectives, constructing conflicting arguments and exploring the strategic potential that the interaction of these arguments may have on the students? initial assumptions. In this sense, the concept of dialogue that we use refers to the methodology of students? inquiry (learning), rather than a specific form of linguistic genre. In our view, this definition is suitable to all fields of inquiry considering that each field deals with evaluation of the strategic (enabling) power of its assumptions. In the course of this work, we establish the relevance of the above concept of dialogic inquiry against a multitude of ideas regarding the suitability of different approaches to the teaching of critical thinking. We illustrate that, typically, teaching approaches value questioning as a means for generating reasoned arguments. However, the originality of the dialogic model used in this thesis lies in its ability to focus pedagogic environments on students? strategic engagement in social interactions, rather than on the process of questioning alone. Consequently, in our study we assess the quality of students? learning by identifying the contexts indicating the quality of students? social engagement. These included gauging the community?s interest in the students? project, the depth of students? exploratory work, their ability to work together and students? own personal involvement in their project. These outcomes helped us to reflect on the quality of the teaching model which we designed in order to promote the critical thinking process. The emphasis on students? strategic engagement in social interactions allowed us to break away from the conventional concerns with the link between classroom learning and real-world tasks. Instead, our students engaged in the task of creating a Thai News Network (TNN), an Internet-based broadcasting channel, involving students in generating for themselves the meaning of the objectives of their academic subject in the contexts of challenges that they experienced when creating the channel and its (news) articles. Our data analysis shows that the concept of a Thai News Network proved very successful despite the conventional beliefs that Thai students would find it difficult to be critical thinkers. As we demonstrate throughout the entire thesis, the main issue in teaching critical thinking is not, as it is often assumed, to ask students to critique the teacher or other authority texts. Rather, it is to create conditions enabling students to identify, and to work with, conflicting perspectives in order to create for themselves increasingly better informed and more inclusive strategies for acting in the world. This may not be an original purpose, but our study offers an original pedagogic framework for facilitating this objective.
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Skulkhu, Jaruwan. "Computer Literacy Levels and Attitudes toward Computers of Thai Public University Students." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc330671/.

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The purpose of this study was to investigate and analyze computer literacy and general attitudes toward computers of students at Thai public unversities. The comparative study of computer literacy levels and attitudes toward computers among Thai students with various demographic classification was performed followed by the study of relationships between the two variables among the samples. A fifty-eight-item questionnaire was adapted from the computer literacy questionnaire developed by the researchers at the Minnesota Educational Computing Consortium. The items were designed to assess knowledge and attitudes relative to computers. The questionnaire was administered to a random sample of 492 students who took at least one computer course from thirteen public universities in Thailand. Statistical tests used to analyze the data included t-test, one-way analysis of variance, and Pearson product moment correlations. Based on the research findings, the following conclusions were drawn: (1) Thai university students exhibited a moderate computer literacy level. (2) While a higher proportion of female students enrolled in computer classes, male and female students reported similar computer literacy levels. (3) Graduate students had higher computer literacy levels than did other students from different educational levels. (4) Academic majors and academic performance (GPAs) were also factors affecting computer literacy levels. Education majors displayed higher computer literacy levels than mathematics majors and science majors. (5) Students with higher GPAs had higher levels of computer literacy than the groups with lower GPAs. (6) Computer literacy was not age dependent. (7) Generally, Thai university students showed positive attitudes toward computers. (8) Males and females both showed positive attitudes toward computers. (9) Graduate students exhibited more positive attitudes toward computers than all other groups. (10) The groups of students with lower GPAs displayed lower positive attitudes toward computers. (11) There was a strong positive relationship between students' knowledge and their attitudes toward computers. It is recommended that computer education should be viewed in relation to its contribution to educational process as a whole. It should be relevant to the local environment, work, individuals and. society needs sis well as development of positive attitude toward manual skills. More research is needed in the areas of teacher education, evaluation techniques to assess students' progress in a new teaching context, and ethical values relative to computers.
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Suwanarak, Kasma. "Effectiveness of student rating forms of teacher evaluation : perceptions of Thai university students and teachers." Thesis, University of Exeter, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438362.

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Stridh, Sandra, and Solvind Hammar. "Knowledge of Human papillomavirus (HPV) and attitudes towards HPV-vaccine among Thai female university students." Thesis, Uppsala universitet, Institutionen för folkhälso- och vårdvetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-214748.

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Introduction: Human papillomavirus (HPV) is the most common sexually transmitted infection and causes 529.000 cases of cervical cancer every year. Nowadays, there are vaccines available to prevent infection. Knowledge of HPV influence the attitude towards the vaccine and is therefore a factor of accepting the vaccine. Aim: The aim of this study was to examine the knowledge of HPV and attitudes towards HPV-vaccine among Thai female university students. Method:  Descriptive and cross-sectional study with quantitative method using a questionnaire. Purposive sampling was used. The sample consisted of students from two different universities in Bangkok, Thailand and out of the 201 students whom filled in the questionnaire, 192 questionnaires were used. Result: There were 64.6% of the participants that had heard of HPV previously. Of these, the most common source of information was health professionals. The HPV-vaccine was known by 42.6% of the participants and 17.4% had taken the vaccination. Over 90% of the participants had a poor or moderate knowledge of HPV. In total, most of the participants in the sample were found to have a positive level of attitude towards the vaccine (72.4%). Almost all participants wanted to know more about HPV and the HPV-vaccine and 88.5% thought it was necessary for them to get the vaccination. Conclusion: As some gaps in knowledge among the participants were shown, the information to young women should be improved and aim to increase the motivation towards the use of preventive methods, such as taking the HPV-vaccine.
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Books on the topic "Thai university students"

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Suprapto, Sari Devi. Theses and dissertaions by Thai students at Cornell University: With a biographical sketch of Praya Prasad Dhatukaraya, Cornell's first Thai graduate. Ithaca, NY: Cornell University?, 1995?, 1995.

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Holdt, Susan Von. Exploring factors that influence student transition to university life. London: University of Surrey Roehampton, 2003.

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Anderson, Debra J. Teacher supervision that works: A guide for university supervisors. New York: Praeger, 1992.

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Reznik, Semen, and Irina Igoshina. Management. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1514558.

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The system of intensive introduction of junior students in the direction of "Management"is presented. The theoretical foundations of management and requirements for the main educational program for an enlarged group of training areas 38.00.00 "Economics and Management"are given. The technologies of life activity that allow students to actively engage in the educational process and practical activities, get a job on the profile of training even during their studies at the university are considered. Special attention is paid to the formation of personal competitiveness and entrepreneurship of the student. Meets the requirements of the federal state educational standards of higher education of the latest generation. For junior students of higher educational institutions.
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James Meredith: Warrior and the America that created him. Santa Barbara, California: Praeger, 2013.

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Jaworski, Barbara, Josef Rebenda, Reinhard Hochmuth, Stephanie Thomas, Michèle Artigue, Inés Gómez-Chacón, Sarah Khellaf, et al. Inquiry in University Mathematics Teaching and Learning. Brno: Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.m210-9983-2021.

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The book presents developmental outcomes from an EU Erasmus+ project involving eight partner universities in seven countries in Europe. Its focus is the development of mathematics teaching and learning at university level to enhance the learning of mathematics by university students. Its theoretical focus is inquiry-based teaching and learning. It bases all activity on a three-layer model of inquiry: (1) Inquiry in mathematics and in the learning of mathematics in lecture, tutorial, seminar or workshop, involving students and teachers; (2) Inquiry in mathematics teaching involving teachers exploring and developing their own practices in teaching mathematics; (3) Inquiry as a research process, analysing data from layers (1) and (2) to advance knowledge inthe field. As required by the Erasmus+ programme, it defines Intellectual Outputs (IOs) that will develop in the project. PLATINUM has six IOs: The Inquiry-based developmental model; Inquiry communities in mathematics learning and teaching; Design of mathematics tasks and teaching units; Inquiry-based professional development activity; Modelling as an inquiry process; Evalutation of inquiry activity with students. The project has developed Inquiry Communities, in each of the partner groups, in which mathematicians and educators work together in supportive collegial ways to promote inquiry processes in mathematics learning and teaching. Through involving students in inquiry activities, PLATINUM aims to encourage students` own in-depth engagement with mathematics, so that they develop conceptual understandings which go beyond memorisation and the use of procedures. Indeed the eight partners together have formed an inquiry community, working together to achieve PLATINUM goals within the specific environments of their own institutions and cultures. Together we learn from what we are able to achieve with respect to both common goals and diverse environments, bringing a richness of experience and learning to this important area of education. Inquiry communities enable participants to address the tensions and issues that emerge in developmental processes and to recognise the critical nature of the developmental process. Through engaging in inquiry-based development, partners are enabled and motivated to design activities for their peers, and for newcomers to university teaching of mathematics, to encourage their participation in new forms of teaching, design of teaching, and activities for students. Such professional development design is an important outcome of PLATINUM. One important area of inquiry-based activity is that of “modelling” in mathematics. Partners have worked together across the project to investigate the nature of modelling activities and their use with students. Overall, the project evaluates its activity in these various parts to gain insights to the sucess of inquiry based teaching, learning and development as well as the issues and tensions that are faced in putting into practice its aims and goals.
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Thānī, Mahāwitthayālai Rātchaphat ʻUdō̜n. Phrưttikam kānphachœ̄n panhā khō̜ng naksưksā Mahāwitthayālai Rātchaphat ʻUdō̜n Thānī =: Coping behavior of students in Udon Thani Rajabhat University. Udon Thani, Thailand]: Mahāwitthayālai Rātchaphat ʻUdō̜n Thānī, 2007.

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Bettin Lattes, Gianfranco, and Marco Bontempi, eds. Generazione Erasmus? Florence: Firenze University Press, 2008. http://dx.doi.org/10.36253/978-88-8453-802-4.

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The Erasmus programme is one of the outstanding Community initiatives, even if it is spoken little of outside the world of the university. This book, one of the first devoted to the subject, analyses the virtuous effects that the programme has had on the university system, the geography of student flows, and the motivations and propositions of those who have taken part in it. The reports of the students indicate the Erasmus as a 'bubble of experience' and the book explores these inner experiences through a sociological approach, illustrating the vast potential in terms of the moulding of a 'homo novus Europaeus'. The data gathered prompt a reflection on the redefinition of the role of the student when he or she directly experiences the comparison with a context different and distant from that of origin, to which he or she is nevertheless destined to return. From this perspective, the Erasmus experience assumes the significance of a sort of temporary upheaval of status open to forms of 'experimentation of identity'.
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Berkel, Klaas, and Guus Termeer. The University of Groningen in the World. NL Amsterdam: Amsterdam University Press, 2021. http://dx.doi.org/10.5117/9789085551249.

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The University of Groningen has been an international university since its foundation in 1614. The first professors formed a rich international community, and many students came from outside the Netherlands, especially from areas now belonging to Germany. Internationalization, a popular slogan nowadays, is therefore nothing new, but its meaning has changed over time. How did the University of Groningen grow from a provincial institution established for religious reasons into a top-100 university with 36,000 students, of whom 25% come from abroad and almost half of the academic staff is of foreign descent? What is the identity of this four-century-old university that is still strongly anchored in the northern part of the Netherlands but that also has a mind that is open to the world? The history of the university, as told by Klaas van Berkel and Guus Termeer, ends with a short paragraph on the impact of the corona crisis.
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Bagnati, Gaia, Melania Cassan, and Alice Morelli. Le varietà del naturalismo. Venice: Edizioni Ca' Foscari, 2019. http://dx.doi.org/10.30687/978-88-6969-325-0.

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‘Naturalism’ is a category that applies to different philosophical perspectives sharing the idea that nature is the primary object of philosophical enquiry. However, the philosophical debate of the second half of the twentieth century, mainly within analytical philosophy, has led towards an identification of naturalism with the sole scientific naturalism. The volume contains the proceedings of a doctoral workshop, in which PhD students and professors of Ca’ Foscari University of Venice and Université Paris 1 Panthéon-Sorbonne critically discussed this tendency. The contributions present some versions of naturalism, from ancient to contemporary philosophy, with the aim of showing how a naturalistic approach, together with some notions it implies (i.e. nature, habits, disposition, behaviour), may constitute valid categories of interpretation of reality out of a scientist paradigm.
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Book chapters on the topic "Thai university students"

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Krapookthong, Maichanok. "Diversity Leadership of Students in International Program at Thai University." In Advances in Intelligent Systems and Computing, 556–65. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-40271-6_55.

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Maxwell, Tudor, and Stefano Bianchini. "University Governance Case." In Management for Professionals, 5–7. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-48606-8_2.

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AbstractThis case addresses the challenge of leadership succession in a highly respected master’s program at a university in Australia. The director, who was also the program’s lead professor, was due to retire, and the distinctive nature of the program made it particularly difficult to find a suitable replacement. To complicate the challenge, the university’s central administration was not supportive of that master’s degree, whereas it achieved the highest satisfaction ratings in the university from students and enjoyed good support from industry; the director’s insistence on quality of educational experience resulted in tight control of student admission, fewer students, and lower revenue than competing programs.A highly engaged group of students and alumni took on this challenge, working with the outgoing director to sustain impressive results over a 5-year period.
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Küçükçene, Mehmet. "Complex Situations that University Students Came Across in University Experience and Suggested Solutions." In Chaos, Complexity and Leadership 2017, 449–57. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-89875-9_36.

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Atzeni, Gianfranco, Luca G. Deidda, Marco Delogu, and Dimitri Paolini. "Drop-Out Decisions in a Cohort of Italian Universities." In Teaching, Research and Academic Careers, 71–103. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07438-7_4.

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AbstractIn this chapter, we study the determinants of student drop-out decisions using data on a cohort of over 230,000 students enrolled in the Italian university system. The empirical analysis reveals that the probability of dropping out of university negatively correlates with high school grades and student age, controlling for the course of study and university fixed effects. The benchmark estimation suggests a negative correlation between high school final grade and drop-out probability. We also find that enrolling late at the university increases the likelihood of dropping out. In line with the literature, our results suggest that women have a lower propensity to drop out. Our dataset allows differentiating between students who leave their homes to enroll at university (off-site students) and on-site students. We find that off-site students drop out significantly less than those who study in their hometowns. We provide significant evidence that off-site students are a self-selected sample of the total population. Accordingly, we use an instrumental variable (IV) approach to identify the causal relationship. The IV estimation shows that studying off-site negatively affects drop-out decisions and more so for students growing up in the south of Italy who typically study off-site in the Center-North of Italy. Taking advantage of a more detailed dataset concerning students enrolled at the Università di Sassari, we show that the choice of the degree is also important to predict the magnitude of drop-out. Specifically, we resort to a bivariate probit specification to account for self-selection into the course of study, finding that the estimates of the determinants of drop-out and the predicted probabilities are heavily affected. Accounting for self-selection, we show that an unconditional comparison among degrees is misleading, as some degrees attract more heterogeneous students than others, as far as skills and motivation are concerned. For instance, regarding the effect of gender, we show that while the estimation without selection suggests that women drop out less, once we account for selection, the contribution of women to drop-out becomes either positive or negative, depending on which course of study they choose. In line with these results, policymakers should tailor drop-out reducing policy interventions to the specificities of each course of study.
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Chaiyasoonthorn, Wornchanok, and Watanyoo Suksa-ngiam. "Users' Acceptance of Online Literature Databases in a Thai University." In Digital Libraries and Institutional Repositories, 185–201. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2463-3.ch012.

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Online literature databases are important for higher education and research organizations since they represent a vast collection of academic literature that researchers can utilize and review previous research conducted so far. The study aims to test a theory explaining what drive research students adopt online academic literature databases. Unified Theory of Acceptance and Use of Technology 2 (Venkatesh, Thong, & Xu, 2012) is a new theory in Information Systems that should be tested in a different circumstance. The study surveyed 614 respondents in a Thai university. The data are analysed using structural equation modelling (SEM). The results show that behavioral intention and facilitating conditions did not influence use behavior where as other paths suggested by UTAUT2 are still significant. However, only gender moderates the path from facilitating conditions to behavioral intention. The order moderators did not moderate the path suggested by the theory.
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Freiermuth, Mark, and Ikuko Tomida. "Culture, confidence and connections: Telecollaboration as a springboard for successful JFL learning." In Proceedings of the XXIst International CALL Research Conference, 99–106. Castledown Publishers, 2022. http://dx.doi.org/10.29140/9781914291050-14.

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This study employed Zoom as a telecollaborative tool to connect 53 (28 on one day and 25 the next) Thai university students learning Japanese as a foreign language (JFL) with four Japanese university students. The study was an outgrowth of a concern about Thai students’ waning confidence when using Japanese, and as such, we considered the activity employed in this study as an opportunity for them to develop more self-confidence. In addition, by sharing personalized cultural values with one another, it was hoped that their cultural acuity would be sharpened and enhanced via the interaction that took place. We also wanted to assess the value of using Zoom as a platform—especially regarding Breakout Rooms—a feature which allowed us to address the imbalance in student numbers from each side. The activity was a success regarding all three aims. In a posttest questionnaire Thai students indicated a boost in their L2 confidence, while both groups of students claimed they benefited from the mutual exchange of cultural ideas. In addition, Zoom worked quite well as a tool to facilitate the interaction. This is good news for L2 teachers, especially those in foreign language settings, who can use telecollaborative activities to increase their students’ motivation and cultural learning.
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Ratanasiri, Amornrat, Thitima Nutravong, Supaporn Chatrchaiwiwatana, Arisara Poosari, Thawalrat Ratanasiri, and Kanokporn Wongchalee. "Oral Health Problems of Thai People Reported by Khon Kaen University Staffs during 1984 to 2020." In Oral Health Care [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.100355.

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To improve the efficiency of the dental care service system in Thailand. To synthesize content from Khon Kaen University (KKU) staffs and students’ research and presentations from 1984 to 2020 about oral health hygiene and related diseases. Sixteen publications and presentations by KKU staffs and their students about oral health problems and management were retrieved, reviewed and analyzed. Poor oral health of people in the northeast of Thailand is found in every age group: children, adults and the aging, both male and female. There are still many oral health problems of Thai people in the northeast. KKU Field Works, Projects and Research were able to help reduce these oral health problems. An appropriate preventive oral health program needs to be developed and implemented in Northeastern Thailand.
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Somabut, Anucha, and Kulthida Tuamsuk. "Online Teaching and Learning Ecology in Thai Higher Education during the COVID-19 Pandemic." In Higher Education - New Approaches to Globalization, Digitalization, and Accreditation [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.100222.

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The chapter presents the impact of COVID-19 on Thai higher education the national, and university reactions and policies to cope with the situation. Parallel with the technology disruption, most universities have been attempting to promote online teaching due to the new learning environments and learning style of students, while faculty members are still reluctant. However, the COVID-19 has inevitably changed the ways the faculty members handle their classes. In this chapter, the findings on the components of online teaching and learning ecology (OTLE) in Thai higher education during the COVID-19 is summarized and proposed, covering the following topics: learning and teaching method, technology and learning resources, teacher roles, and student roles and responsibilities. Finally, the key success factors for the development of learning ecology at the higher education level are also covered.
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Ratanasiri, Thawalsak, Chanchanok Aramrat, Somnuk Apiwantanagul, Bangonsri Jindawong, Thanawan Sirisuk, and Amornrat Ratanasiri. "An Appropriate Quit Smoking Program for Thai People during the Covid-19 Pandemic." In Health Promotion [Working Title]. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.102913.

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To find an appropriate quit smoking program on the spread of Covid-19 in Thailand during 2019–2021. To synthesize contents from Khon Kaen University (KKU) staffs’ and students’ research studies and projects from 1989 to 2021 about smoking problems and quit smoking programs and suggest appropriate quit smoking programs for Thai people during the Covid-19 pandemic. Fifteen publications and five projects presentation by the KKU staff and students were retrieved, reviewed, and analyzed. Smoking problems in Thai people were concerned. The Ministry of public health has disseminated knowledge of the dangers of smoking and has organization carried out all projects and campaigns of anti-smoking and had an anti-smoking act in the workplace on the Covid-19 pandemic during 2019–2021. Projects and research studies were able to help reduce these smoking problems. An appropriate quit smoking program needs to be developed and implemented. An appropriate quit smoking program needs to be implemented suitable for Thai people, in the hospitals, private clinics, families, and in the communities during the Covid-19 outbreak in Thailand.
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Antoniadou, Marilena. "“More Than a University”." In Research Anthology on Business and Technical Education in the Information Era, 1270–90. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5345-9.ch071.

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Given that research into attitudes to responsible management in education is still in its infancy, this chapter explored business students' experiences in relation to award-winning corporate social responsibility (CSR) practices of their university and mandatory curriculum on responsible management, based on the United Nations Principles of Responsible Management Education (PRME). Drawing on a qualitative study, focus groups were conducted with 107 students who were asked about their awareness, perceptions, and impact of the ethical, environmental, and social practices that their university implements. The findings suggested strong awareness and pride of its ethical standards, while many students' choice of university was influenced by their institution's sustainability practices. However, while students enjoy an immersive experience in CSR and ethics education, some doubted that this prepares them to face ethical quandaries in the real world. The chapter highlights a number of important orientations for the future development of university curriculum in relation to CSR.
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Conference papers on the topic "Thai university students"

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Carrera, M. "UNDERSTANDING THAI UNIVERSITY STUDENTS' PREPAREDNESS FOR UNIVERSITY." In The International Conference on Education. The International Institute of Knowledge Management, 2022. http://dx.doi.org/10.17501/24246700.2022.8110.

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Banditvilai, Choosri. "FACTORS THAT AFFECT THAI UNIVERSITY STUDENTS’ READING COMPETENCE." In 35th International Academic Conference, Barcelona. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.935.006.

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Promsing, Wipada, Saiwaroon Chumpavan, and Walaiporn Chaya. "THE EFFECT OF USING ENGLISH MOVIE CLIPS TO ENHANCE THE LISTENING ABILITY OF THAI UNIVERSITY STUDENTS." In 31st International Academic Conference, London. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/iac.2017.031.040.

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Piyathum, Kanjanaporn, and Siriwut Chamtakong. "Analysis of French Grammatical Errors Using Surface Strategy Taxonomy: A Case Study of Thai University Students." In The Asian Conference on Education 2021. The International Academic Forum(IAFOR), 2022. http://dx.doi.org/10.22492/issn.2186-5892.2022.37.

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Seensangworn, Panupong. "WRITING PROBLEMS AND WRITING STRATEGIES OF ENGLISH MAJOR AND NON-ENGLISH MAJOR STUDENTS IN A THAI UNIVERSITY." In 31st International Academic Conference, London. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/iac.2017.031.043.

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Chuanon, Chayachon, Ariyabhorn Kuroda, and Panadda Yuankrathok. "Exploring Thai EFL University Students’ Growth Language Mindsets: The Beliefs About the Role of Talent and Effort." In 6th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211110.142.

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Chotivachira, Boonrawd. "A Study of the Needs for Learning Thai language and Culture of Japanese Students Studying Thai Language at the Faculty of Education, Chiang Mai University." In The International Conference on Future of Education. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2019.2201.

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Sioson, Irish Chan. "Attitudes of Thai English Learners towards Online Learning of Speaking." In 16th Education and Development Conference. Tomorrow People Organization, 2021. http://dx.doi.org/10.52987/edc.2021.003.

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ABSTRACT A recent challenge in the field of education has been met as a shift to online classes from traditional face-to-face classes has been attributed to the COVID-19 pandemic. Hence, certain issues arise from such a sudden shift to an online learning environment, especially for those who have been mainly (or for others, solely) taught in a face-to-face setting. This paper aimed to determine the attitudes of Thai English learners towards online learning of speaking. The study involved fifty-four fourth year English majors in a university in southern Thailand. A survey questionnaire was developed to collect data. It consisted of a 5- point Likert scale asking for the students' level of agreement with statements and open-ended questions. The results show that the teacher being perceived as supportive and the students having a positive feeling when they had a stable Internet connection were the two areas that had the highest mean scores. On the other hand, being given enough opportunities to interact with classmates and preferring to participate in discussions using video (with microphone and video on) had the lowest mean scores. Moreover, the learners’ comments provided insights into their attitudes toward online learning in terms of preferences and challenges. Implications for teaching are then drawn from the results. KEYWORDS: attitudes, online learning, speaking
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Weerathai, Thanakorn. "THE EFFECTS OF ASYNCHRONOUS ONLINE PEER-TEACHER FEEDBACK IN A THAI EFL PUBLIC SPEAKING CLASS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end102.

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"The teaching and learning of English speaking has recently posed several challenges due to the coronavirus pandemic. One of the challenges is that it is nearly impossible to conduct the teaching and learning in the physical classroom, affecting how students are given immediate feedback to. Teachers have to find different methods and techniques to use in their speaking classes during this situation, for example, giving live virtual presentations, pre-recording video clips and uploading them to online classrooms, giving online comments and feedback, and so on. In this mixed-methods study, the purposes were to investigate the effects of giving asynchronous online peer and teacher feedback to students after they had uploaded their three types of speech video clips, i.e., informative, persuasive, and entertaining, to the Google Classroom and to explore the students’ attitudes toward the two types of feedback. Participants were 25 fourth-year undergraduate students, majoring in English for International Communication at a university in northeastern region of Thailand. It was found that although the second speech video clip scores were higher than the first speech video clip scores, students still had difficulties in providing sufficient and specific peer feedback on the areas of organization and research citations, impacting growth in their speaking skills. Moreover, findings from the semi-structured interviews revealed that students viewed the two types of feedback positively. It helped them to gradually develop thinking and critiquing skills, and they also demonstrated increased confidence in speaking after they had received both types of feedback. This study proposes opportunities for discussion, i.e., providing sufficient peer feedback training and meaningful writing assignments, to hone students critiquing skills, especially on the areas of organization and research citations."
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Hilton, Ethan C., Shaunna F. Smith, Robert L. Nagel, Julie S. Linsey, and Kimberly G. Talley. "University Makerspaces: More Than Just Toys." In ASME 2018 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/detc2018-86311.

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University makerspaces are growing increasingly in vogue, especially in Colleges of Engineering, but there is little empirical evidence in the literature that these spaces impact the students. Speculations have been made about these spaces creating a community of practice, improving retention, improving design skills and self-efficacy, teaching manufacturing skills, improving creativity, and providing many other benefits, but this has not been empirically documented. This paper compares student engineering design self-efficacy (i.e., confidence, motivation, expectation of success, and anxiety toward conducting engineering design) to reported usage rates from a makerspace at a large Hispanic-serving university in the Southwestern United States. Not all users of these spaces were engineering students, and as such, responses were examined through the context of student major as well as differences in gender, race/ethnicity, or first-generation college student status. Design self-efficacy is critical because when individuals have high self-efficacy for particular skills they tend to seek more opportunities to apply those skills, and show more perseverance in the face of set-backs. Thus, self-efficacy is often a good predictor of achievement. The results from one year of data at the Hispanic-serving university indicate that female and first-generation college students have significantly lower engineering design self-efficacy scores. The data also shows that being a user of the makerspace correlates to a higher confidence, motivation, and expectation of success toward engineering design. Initial data from two additional schools are also consistent with these same results. These results indicate that, for all students, regardless of race/ethnicity and/or first generation status, being a frequent user of a university-serving makerspace likely positively impacts confidence, motivation, and expectation of success toward engineering design.
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Reports on the topic "Thai university students"

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Panchenko, Liubov, and Andrii Khomiak. Education Statistics: Looking for Case-Study for Modeling. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4461.

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The article deals with the problem of using modeling in social statistics courses. It allows the student-researcher to build one-dimensional and multidimensional models of the phenomena and processes that are being studied. Social Statistics course programs from foreign universities (University of Arkansas; Athabasca University; HSE University, Russia; McMaster University, Canada) are analyzed. The article provides an example using the education data set – Guardian UK universities ranking in Social Statistics course. Examples of research questions are given, data analysis for these questions is performed (correlation, hypothesis testing, discriminant analysis). During the research the discriminant model with group variable – modified Guardian score – and 9 predictors: course satisfaction, teaching quality, feedback, staff-student ratio, money spent on each student and other) was built. Lower student’s satisfaction with feedback was found to be significantly different from the satisfaction with teaching. The article notes the modeling and statistical analysis should be accompanied by a meaningful interpretation of the results. In this example, we discussed the essence of university ratings, the purpose of Guardian rating, the operationalization and measurement of such concepts as satisfaction with teaching, feedback; ways to use statistics in education, data sources etc. with students. Ways of using this education data in group and individual work of students are suggested.
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Ahluwalia, Manvir, Katie Shillington, and Jennifer Irwin. The Relationship Between Resilience and Mental Health of Undergraduate Students: A Scoping Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, July 2022. http://dx.doi.org/10.37766/inplasy2022.7.0075.

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Review question / Objective: The aim of this scoping review was to examine what is known about the relationship between the resilience and mental health of undergraduate students enrolled in university or college programs globally. Background: For many undergraduate students, higher education acts as a personal investment in preparation for the workforce, while ultimately allowing students to develop cultural capital (Kromydas, 2017). The transition to university or college is also accompanied by important life changes such as moving to a new campus, meeting new people, and increasing self-efficacy to maintain independent responsibilities (i.e., meeting deadlines, completing household chores, and managing expenses; Henri et al., 2018). As a result, navigating these life changes can contribute to feelings of isolation, as many undergraduate students are disconnected from their friends and families (Diehl et al., 2018). Saleh and colleagues (2017) found that young adults in university or college experience higher levels of stress compared to their non-student counterparts. These stressors are attributed to a more challenging workload compared to that of high school, living with new roommates, and financial concerns (Karyotaki et al., 2020). In the face of these stressors, many undergraduate students are likely to experience mental health challenges either for the first time or in an exacerbated manner, potentially depleting their resilience (Abiola, 2017).
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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.
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Lavadenz, Magaly, and Anaida Colón-Muñiz. The Latin@ Teacher Shortage: Learning from the Past to Inform the Future. Loyola Marymount University, 2017. http://dx.doi.org/10.15365/ceel.policy.5.

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This policy brief explores trends in U.S. K-12 Hispanic student enrollment vs. the Hispanic teacher workforce as a way to call attention to the bilingual teacher shortage. Successful examples of past efforts to increase the number of Latino and bilingual teachers are reviewed and the following policy recommendations are made: 1) expand investment in grow your own initiatives that recruit students in middle and high school students and emerging educational paraprofessionals into the bilingual teacher pipeline; 2) establish regional teacher preparation and professional learning centers and consortia; 3) offer financial supports; and 4) enhance university-based credentialing routes, internship and residency programs.
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McReynolds, Stephanie JH, Peter Verheyen, Terriruth Carrier, and Scott Warren. Library Impact Research Report: Distinct Academic Learning Communities at Syracuse University Libraries. Association of Research Libraries, July 2022. http://dx.doi.org/10.29242/report.syracuse2022.

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As part of ARL’s Research Library Impact Framework initiative, a team at Syracuse University Libraries conducted a study to explore the impact of embedding three “distinct academic learning communities” in Syracuse University’s Bird Library: the Blackstone LaunchPad; the Center for Learning and Student Success; and the Syracuse Office of Undergraduate Research and Creative Engagement. Three objectives guided the team: (1) explore how the libraries impact the communities; (2) determine how the communities impact the libraries; and (3) identify methods/metrics that could demonstrate reciprocal impact and be useful to the Association of Research Libraries (ARL). Impact was explored from multiple perspectives, including community directors, community participants, the libraries’ dean, and libraries’ staff. Results point to the value of the library as a central and interdisciplinary academic space for the communities, one that helps break down disciplinary borders by allowing community participants to more easily meet and collaborate with students from other schools and colleges.
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Tribbett, Krystal, Derek Quezada, and Jimmy Zavala. Library Impact Research Report: Improving Primary Source Literacy Learning Outcomes through a Community-Centered Archives Approach. Association of Research Libraries, January 2023. http://dx.doi.org/10.29242/report.ucirvine2023.

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As part of ARL’s Research Library Impact Framework initiative, the University of California, Irvine (UCI) Libraries used its humanities core program—a year-long undergraduate freshman course that introduces students to the development of scholarly research using primary and secondary source resources—to answer the research question, “When students ‘see themselves’ represented in archives, do they experience an affective response that has an effect on how and what they learn through primary source literacy workshops?” UCI used entrance and exit surveys as assessment tools. Survey results show that the learning outcomes achieved during the community-centered archives workshop exceeded those achieved during the traditional primary literacy workshop. These findings suggest incorporating more inclusive histories into workshops and discussing the importance of representation in archives improves the student learning outcomes. When students “see themselves” represented in archives, they experience an affective response that impacts how and what they learn through primary source literacy workshops.
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Chust-Hernández, Pablo, Emelina López-González, and Joan Maria Senent-Sánchez. Effectiveness of non-pharmacological treatments for academic stress in university students: a protocol for a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, July 2022. http://dx.doi.org/10.37766/inplasy2022.7.0071.

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Review question / Objective: The aim of this systematic review is to analyse the effectiveness of different non-pharmacological interventions on academic stress in university students. Eligibility criteria: Those articles that meet the following criteria will be included: 1) Papers that refer to the evaluation of the efficacy of an intervention on purely academic stress, assessed with a specific academic stress assessment instrument and not general or perceived stress; 2) Samples composed only of university students; 3) Empirical studies with pretest-posttest; 4) Studies published in English, Spanish and Portuguese; 5) Articles published in the last 10 years (since January 1, 2011). Registers will be excluded if: 1) they do not meet the inclusion criteria; 2) they do not clearly define the assessment instrument or the type of stress they assess; 3) studies that do not clearly specify the implementation of a prospective intervention (e.g. studies that analyse the relationship between academic stress and having ever sought counselling from a university counselling or mental health service); 4) grey literature.
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8

Kolgatin, Oleksandr H., Larisa S. Kolgatina, Nadiia S. Ponomareva, and Ekaterina O. Shmeltser. Systematicity of students’ independent work in cloud learning environment. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3247.

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The paper deals with the problem of out-of-class students’ independent work in information and communication learning environment based on cloud technologies. Results of appropriate survey among students of pedagogical university are discussed. The students answered the questions about systematicity of their learning activity and propositions for its improving. It is determined that the leading problems are needs in more careful instruction according to features of the task completing, insufficient experience in self-management, the lack of internal motivation. Most of all, students recommend to provide the tasks with detail instruction (oral or written) and to pay attention to careful planning the time that is necessary for full completion of the task. It is pointed that such complicated requirements can be satisfied only by complex use of information and communication technologies as well as the automated system of pedagogical diagnostics. Some requirements for management of students’ out-of-classroom independent work are formulated as a result of this discussion.
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9

KHARLOVA, E. V., O. N. GORDIENKO, and N. G. BARINOVA. TERMINAL VALUES OF FEMALE AND MALE STUDENTS OF AGRARIAN VOCATIONAL TRAINING. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-2-2-121-132.

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The purpose of the research presented in this article was to study the terminal values of female and male students of agricultural vocational training. The novelty of the study is to identify the expression of each of the eight terminal values (determined by the methodology of I. G. Senin), their representation in various five spheres of life of students of different faculties of the Agrarian University. The results of the study show that there are differences in the severity of terminal values and the value of life spheres among female and male students.
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10

Mintii, I. S. Using Learning Content Management System Moodle in Kryvyi Rih State Pedagogical University educational process. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3866.

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The article analyzes the results of the survey of 75 lecturers on using learning content management system (LCMS) Moodle in the educational process. It is defined that more than 75% of the respondents use LCMS Moodle. The lecturers up to 30 or over 60 years old, with up to 3-year-work experience in Universities need methodic assistance. Textual e-learning resources are widely used in developed courses while video and audio are not used enough. LCMS Moodle is mostly used during exams or tests and student work, and using LCMS Moodle should be intensified in lectures, laboratory and practical classes. Among the most demanded resources are label, page, file, URL, book, assignment, attendance, glossary, quiz. Thus, the popularization of other resources is identified as one of the most important. An action plan how to improve LCMS Moodle usage: increasing the IT competencies of both teachers and students – planned long-term courses “IT in full-time (blended) learning”; seminars, consultations, (group and individual forms) both on general issues, and according to the specificity of the specialties; methodic handouts and recommendations; improving logistics; improving logistical support – ensuring constant access to the Internet, updating and equipping computer classrooms; creating of transparent, predictable and attractive for authors content of the regulatory framework.
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